Bridging the Digital Divide: Wi-Fi Hot Spots as a Means of Digital Equity

2022 ◽  
Vol 22 (1) ◽  
pp. 199-219
Author(s):  
Meghan Salsbury ◽  
Mary Anne Hansen
Keyword(s):  
Digital Divide ◽  
Hot Spots ◽  
Digital Equity

Digital Equity and Policy

2020 ◽  
pp. 154-172
Author(s):  
Seang-Tae Kim
Keyword(s):  
Digital Divide ◽  
Information Literacy ◽  
Social Conflict ◽  
Qualitative Difference ◽  
Added Value ◽  
The Public ◽  
Korean Government ◽  
Digital Equity ◽  
Digital Convergence ◽  
Access Information

The policy of digital equity aim to close the various issues of digital divide. As digital convergence and informatization progresses, it is becoming more important to better utilize various resources. Therefore, making a qualitative difference about the digital divide issue is urgent, and relevant policies and efforts need to be strengthened to narrow the digital divide. In this regard, the overall improvement of information literacy of the public is required as it can increase the convenience in citizens' everyday lives and can create added value. It is, therefore, necessary to continue the development of policies and projects to narrow the digital divide. The Korean government plans to keep strengthening its support with policies to legislate regulations that narrow the digital divide and provide fair opportunities to access information, and to improve information literacy. The efforts to narrow the digital divide and effective policies to achieve the goal must be continued to relieve social conflict and integrate the society.

Digital Equity and Policy

2016 ◽  
pp. 30-48
Author(s):  
Seang-Tae Kim
Keyword(s):  
Digital Divide ◽  
Information Literacy ◽  
Social Conflict ◽  
Qualitative Difference ◽  
Added Value ◽  
The Public ◽  
Korean Government ◽  
Digital Equity ◽  
Digital Convergence ◽  
Access Information

The policy of digital equity aim to close the various issues of digital divide. As digital convergence and informatization progresses, it is becoming more important to better utilize various resources. Therefore, making a qualitative difference about the digital divide issue is urgent, and relevant policies and efforts need to be strengthened to narrow the digital divide. In this regard, the overall improvement of information literacy of the public is required as it can increase the convenience in citizens' everyday lives and can create added value. It is, therefore, necessary to continue the development of policies and projects to narrow the digital divide. The Korean government plans to keep strengthening its support with policies to legislate regulations that narrow the digital divide and provide fair opportunities to access information, and to improve information literacy. The efforts to narrow the digital divide and effective policies to achieve the goal must be continued to relieve social conflict and integrate the society.

scholarly journals Digital equity: Considering the needs of staff as a social justice issue

2019 ◽  
Vol 35 (6) ◽  
pp. 150-160
Author(s):  
Julie Willems
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Digital Divide ◽  
Teaching And Learning ◽  
Development Program ◽  
Professional Staff ◽  
Digital Equity ◽  
Technological Advances ◽  
Technology In Teaching ◽  
Tertiary Teaching

The rollout of technological advances in tertiary teaching and learning continues unabated. Concerns around staff lag in acceptance and adoption may overlook hidden influences. While considerations to address the digital divide and digital equity for tertiary students has been a growing social justice issue since the 1980s, what of the academic and professional staff who facilitate their teaching and learning? They are the other side of the coin and, as a cohort, are as diverse as the students they teach. Today, building staff capacity in the implementation of technology in teaching and learning in higher education still remains a key need. Yet a one-size-fits-all approach may miss the differing needs, views and capabilities of staff. It may also be built and developed upon explicit assumptions relating to staff access, skills and ability. For an equity-based approach to building staff capacity through professional development, empathy is required in purveying staff values, abilities, and needs. To address such issues and empower staff, a robust professional development program on digital technology is but one means to help stem the digital divide between staff haves and have-nots.

scholarly journals Trapped in the Digital Divide: The Distributive Paradigm in Community Informatics

2007 ◽  
Vol 3 (2) ◽  
Author(s):  
Virginia E. Eubanks
Keyword(s):  
New York ◽  
Digital Divide ◽  
Low Income ◽  
High Tech ◽  
Community Informatics ◽  
Participatory Action ◽  
Upstate New York ◽  
Digital Equity ◽  
Problems And Solutions ◽  
Points Of View

This paper argues that over-reliance on a “distributive paradigm” in community informatics practice has restricted the scope of the high tech equity agenda. Drawing on five years of participatory action research with low-income women in upstate New York, I explore the ways in which distributive understandings of technology and inequality obscure the day-to-day interactions these women have with ICT and overlook their justified critical ambivalence towards technology. Finally, I offer unique insights and powerful strategies of resistance suggested by my research collaborators in a drawing exercise intended to elicit alternative articulations of digital equity. If we begin from their points of view, the problems and solutions that can and should be entertained in our scholarship and practice look quite different.

Digital Equity

2022 ◽  
pp. 74-83
Author(s):  
Patrick Flanagan
Keyword(s):  
Digital Divide ◽  
Communication Technology ◽  
Information Communication ◽  
Health Crisis ◽  
Critical Data ◽  
Digital Equity ◽  
The World ◽  
Future Challenges ◽  
Digital Gap ◽  
Complex Term

This chapter discusses digital equity through the lens of the digital divide. While the digital divide is as old as information communication technology itself (ICT), the COVID-19 health crisis renewed a strident interest in exposing the significant gap that still exists after close to 30 years. The digital divide then is first contextualized within the coronavirus pandemic to illustrate how inequities came further to the forefront of people's agenda. It then moves to discuss the digital divide defining the complex term and offering critical data to illustrate the areas of the world most impacted by this unfortunate reality. Different organizations and groups have made significant moves to narrow the digital gap. These strategies are discussed next. None of these groups will be fully successful if, as will be argued, they are not concerned with digital equity. Finally, the chapter makes some critical observations on future challenges facing ICT vis-à-vis the digital divide.

Teacher Education and Digital Equity

2017 ◽  
pp. 120-136
Author(s):  
Anita Rao Mysore
Keyword(s):  
United States ◽  
Teacher Education ◽  
Digital Divide ◽  
School Administrators ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Digital Equity ◽  
K 12

For close to two decades, researchers have discussed the prevalence of digital divide in the United States. Scholars have also proposed principles to bring about digital equity. The purpose of this chapter is to examine both conceptual and empirical reviews and studies conducted in this millennium to bring about digital equity. The chapter informs teacher education programs, researchers, school administrators, policymakers, teachers, and other stakeholders about evidences and recommendations to bring about digital equity in US K-12 and teacher education.

scholarly journals Digital Disenfranchisement and COVID-19: Broadband Internet Access as a Social Determinant of Health

2021 ◽  
pp. 152483992110144
Author(s):  
Jody Early ◽  
Alyssa Hernandez
Keyword(s):  
Public Health ◽  
Digital Divide ◽  
Social Determinant ◽  
Broadband Internet ◽  
Digital Equity ◽  
Key Points ◽  
Racial Injustice ◽  
Equity And Inclusion ◽  
Negative Health Outcomes ◽  
Social Determinant Of Health

According to the Pew Research Center, approximately one quarter of American adults do not have access to broadband internet. This number does not account for the millions of people who are underconnected or lacking a stable internet connection. Although digital disparity in America is not new, the COVID-19 (coronavirus disease 2019) pandemic has increased our societal dependence on the internet and widened the digital divide. Access to broadband internet has become a basic need in this connected society, linking people to vital resources, such as jobs, education, health care, food, and information. However, it is still an overlooked and understudied issue in public health. In this article, we highlight five key points for why advocating for the expansion of affordable and accessible internet for all should be a priority issue for public health and health promotion. Recent studies offer evidence that digital disenfranchisement contributes to negative health outcomes, economic oppression, and racial injustice. Now more than ever, health advocacy to promote digital equity and inclusion is critical to our meaningful progress toward health equity.

Teacher Education and Digital Equity

2017 ◽  
pp. 2113-2129
Author(s):  
Anita Rao Mysore
Keyword(s):  
United States ◽  
Teacher Education ◽  
Digital Divide ◽  
School Administrators ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Digital Equity ◽  
K 12

For close to two decades, researchers have discussed the prevalence of digital divide in the United States. Scholars have also proposed principles to bring about digital equity. The purpose of this chapter is to examine both conceptual and empirical reviews and studies conducted in this millennium to bring about digital equity. The chapter informs teacher education programs, researchers, school administrators, policymakers, teachers, and other stakeholders about evidences and recommendations to bring about digital equity in US K-12 and teacher education.

scholarly journals An evidence-based case for quality online initial teacher education

2019 ◽  
Vol 35 (6) ◽  
pp. 64-79 ◽  
Author(s):  
Lina Pelliccione ◽  
Valerie Morey ◽  
Rebecca Walker ◽  
Chad Morrison
Keyword(s):  
Teacher Education ◽  
Digital Divide ◽  
Evidence Base ◽  
Rapid Expansion ◽  
Initial Teacher Education ◽  
Sufficient Evidence ◽  
Access To Education ◽  
Online Delivery ◽  
The Past ◽  
Digital Equity

The rapid expansion of fully online delivery of initial teacher education (ITE) seen in the past decade has generated some concerns about impact on teacher quality. This is set within broader, sustained concerns about ITE generally. Much of the criticism of online ITE has been made without sufficient evidence to support the claims, largely due to the still-nascent evidence base. The data presented here contributes to that evidence base by providing demographic and academic achievement insights for cohorts of graduate teachers (N = 2008) across the years 2012 to 2018 who have engaged in fully online ITE at an Australian university. The literature has recognised the traditional barriers to accessing higher education for many of these students, including women, the mature-aged, and those with family and work responsibilities. Performance data for online ITE students within their programs demonstrates that they are breaking through these barriers associated with the digital divide. Analysis of who these people are, where they come from, and how they are performing provides valuable insights into online ITE, at a time when the value of broadening access to education and digital equity are being widely acknowledged.

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